Critical Friendship Collaborative Self-Study: A Reflection on Music Education in Ontario, Canada, in 2020

• In Event: Considering Music Teachers and Pedagogy

Abstract

This critical friendship collaborative study investigates embodied experiences of two music teacher educator/researchers across new spaces of teaching and learning related to holistic education. Narrative perspectives are derived from stories of experience, conversations, and interviews where we deconstruct issues arising from a global pandemic, where music instruction moves from synchronous to asynchronous learning. Themes emerge from a methodological framework of critical friendship protocol theory, postmodern feminist theory, and holistic perspectives (Miller, 2017; Dutton, 2017) related to music education. Results provide a discussion of the ways in which new practices in music can embrace embodied learning in a holistic sense, recognizing shortfalls, compensating for new platforms, yet advancing shared goals and making meaning in music classroom experiences.

Authors

• Janet Spring, Lakehead University

• Sharon Elizabeth Dutton, Halton District School Board